Purpose of the Academic Honesty Policy
The purpose of this document is to create a good academic learning environment in English Playschool where students produce original work and respect the work of others. We believe that the presentation of genuine work is essential to good academic research and practice.
According to the IBO, “An authentic piece of work is one that is based on the candidate‟s individual and original ideas with the ideas and work of others fully acknowledged. Therefore all assignments, written or oral, completed by a candidate for assessment must wholly and authentically use that candidate‟s own language and expression. Where sources are used or referred to, whether in the form of direct quotation or paraphrase, such sources must be fully and appropriately acknowledged”.
English Playschool is committed to helping students undertake academically honest practices in both their personal and academic lives.
By displaying academic honesty students are reflecting the IB Learner Profile. The four main attributes that reflect academic honesty are:
– Principled: We act with integrity and honesty, with a strong sense of fairness and justice and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
– Caring: We show empathy, compassion and respect.
– Risk-takers: We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
– Thinkers: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Academic Dishonesty and Malpractice
Plagiarism: this is defined as the representation of the ideas or work of another person as the candidate’s own;
Collusion: this is defined as supporting malpractice by another candidate, as in allowing one’s work to be copied or submitted for assessment by another;
Duplication of work: this is defined as the presentation of the same work for different assessment components; Any other behaviour that gains an unfair advantage for a candidate or that affects the results of another candidate (for example, taking unauthorized material into an examination room, misconduct during an examination, falsifying records).
Academic Honesty in PYP
The attitudes advocated by the PYP that support the development of integrity and honesty in an academic community are set out in Making the PYP happen: A curriculum framework for international primary education. We believe confidence, independence, integrity, and respect to be the most important qualities for developing values of personal academic honesty. All the teaching staff in English Playschool is aiming to actively encourage those qualities. As mentioned before, the Learner Profile emphasizes being principled in our actions, which is also of primary importance to developing the practice of academic honesty.
Ways to Promote Academic Honesty
In PYP academic honesty is to be both modeled and explicitly taught. Teachers will address academic honesty or dishonesty in authentic contexts and particularly in the area of assessment. It is the responsibility of teachers to act as role models and to create inquiry based assessment tasks where creativity is encouraged. We are striving to design assessment criteria that value and reward the learning process rather than only the outcome and allow students to learn ways to acknowledge others. We encourage reflection on the learning process and support students in developing skills and attitudes required for completing their task in an academically honest manner. Grade 4 students attend an orientation session on academic honesty by PYP coordinator and Primary School headteacher before embarking the exhibition.
As we see our school as a community, we strongly believe that each of the community members are responsible for promoting Academic Honesty.
The Head of School, administration and teachers take responsibility:
– to explain what academic honesty means in specific terms and provide clear criteria for measuring academic misconduct, including giving examples;
– to help students and parents see academic honesty as a larger set of values and skills that promote lifelong learning;
– to address approaches to learning (self management skills, social skills, communication skills, thinking skills and research skills) across the curriculum ;
– to engage in collaborative planning with other teachers , including specialist teachers, to agree on expectations and teaching strategies for promoting academic honesty;
– to support and act on the school’s policy on good academic practice and provide students with advice whenever necessary;
– to set age-appropriate expectations and practice regarding references, citations, quotations and paraphrasing ;
– to model academically honest practices in the creation of their own teaching materials (e.g., correctly citing images, text etc. used in presentations, example papers, etc.) ;
– to emphasize that the process of learning is as important as the final product/outcome generated.
The parents take responsibility:
– to read and understand the school policy on academic honesty;
– to be a role model for their children in the issues addressing academic honesty;
– to support the academic honesty philosophy of the school.
Students in English Playschool endeavour:
– be principled in all areas of their academic and personal lives and to show principled behavior when being involved in any learning experience;
– to take personal responsibility at age-appropriate levels for their own academic honesty and for recognition of what behaviours constitute academic misconduct;
– to communicate knowledge in his/her own words, summarize key understanding from different sources of information;
– to work collaboratively and respectfully within a group and share information with honesty;
– follow age-appropriate expectations and practices regarding references, citations, quotations and paraphrasing;
– to develop their approaches to learning (self management skills, social skills, communication skills, thinking skills and research skills) in all of their units of inquiry;
– to engage with other students and teachers to promote academic honesty;
– exemplify the IB learner profile and the PYP attitudes that relate to academic honesty in their classroom and homework practices, in group work, and in other activities;
– authenticate their work for the PYP Exhibition.
As an evidence of the culmination of the PYP, exhibition work should reflect all of the criteria for academic honesty presented in the primary years and especially in PYP grade 4. Moreover, exhibition work should show that students are able to independently work in an academically honest manner.
During the exhibition, an academically honest student:
– Seek help from his/her mentor;
– Create as a group lines of inquiry;
– Use various sources and be academically honest when referring to these sources of information including individual first person sources;
– Work collaboratively and respectfully within his/her group to share information;
– Acknowledging the work of their colleagues and assuming responsibility of their work;
– Present findings in creative formats to provoke others to action.
The image of the academically honest student
The academically honest students in the early years (3-5 years):;
– Acknowledge help from parents, older students and friends (instead of presenting parents’ or other persons’ work as his or her own);
– Look at and read books and print material in order to learn new information;
– Summarize key understandings from audio-visual material;
– Communicate new knowledge in his/her own words;
– Begin to assimilate knowledge from several sources into independent ideas and understandings;
– Understand copying as cheating;
– Doesn’t copy classwork from another student;
– Doesn’t pass off another student’s work as his or her own when working in groups;
– With teacher guidance, begin to use keywords to take notes from written or visual materials;
– Begin to work collaboratively in groups to share information gathering and presentation with contribution from all group members.
The academically honest PYP students (6-12 years):
– Acknowledge help from parents, older students and friends, and group members (instead of presenting parents’ or other persons’ work as his or her own);
– Read from several sources, including print sources, in order to gather information;
– Take notes in his/her own words, using keywords and paraphrasing skills;
– Begin to use first person sources and interviews in information gathering;
– Summarize understanding from audio-visual material in his or her own words;
– Write reports and summaries of information in his/her own words, with a developing style of academic language;
– Acknowledge sources in a bibliography;
– Are able to assimilate knowledge from several sources into independent ideas and understandings;
– Understand plagiarism as cheating;
– Doesn’t pass off another student’s work as his or her own when working in groups;
– Doesn’t copy another student’s homework or allow another student to copy his/her homework without permission;
– Doesn’t copy from notes or others on tests;
– Understand that downloading or copying from electronic sources without permission is cheating;
– Work collaboratively in groups and contributes by sharing information and presenting understandings.
Consequences of academic dishonesty
There is no academic consequence until 4th grade of Russian school when students are preparing for their final exhibition. Consequences for deliberate plagiarism in 4th grade include:
First incident: students have the opportunity to correct the error; the teacher will lead a reflection session with the student.
Second incident: IB coordinator will be informed and is to lead a reflection session; parents will be informed; the student signs a formal letter of commitment.
Third incident: Head of School and IB coordinator will be informed and are to lead a reflection session; Parents will be invited into school.
Revision of this Policy
It is the responsibility of the IB coordinator to develop and maintain a policy review cycle, updating the information. The next revision is scheduled for the academic year 2020/2021. Members of the community will be asked to take part in this review.